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Title:
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A study of the impact of differentiated instruction for English language learners at the secondary level with a focus on gender
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Author:
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Hubbard, Danielle A.
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Abstract:
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This study was conducted to establish the effectiveness of utilizing
differentiated instruction among English Language Learners at the secondary level in
an English language arts course. This study addressed the following questions: "What
instructional strategies affect English language learners' overall language
development? Also, what are effective instructional practices for grammar
development? How do the variables of gender performance and learning style
preference affect English language learner development?" The purpose of this study
was to establish how teacher-centered instructional strategies affect and influence
English language learners and their language development in comparison with
student-centered instructional strategies. The data analyzed were student responses to a survey conducted in two
sections of a high school English Language Development course. The two class
sections were exposed to alternating instructional strategies. The survey was
conducted as a way to gauge students' attitudes in reference to their own language
development as well as assess their learning style preferences. The responses were
assessed for the presence of patterns specific to gender. The data also included weekly
formal assessments which were analyzed for possible connections between
instructional strategies and scores earned. Again, scores were assessed for the presence
of gender specific patterns. Results of this study demonstrated that differing instructional strategies do
influence English language learners academic language development. Findings also
indicated that student-centered instructional strategies had a greater positive influence
than teacher-centered instructional strategies in regard to students' performance.
Moreover, there was evidence of a correlation between student performance, instructional strategy used, and the student's gender. |
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Description:
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Thesis (M.A., Education (Curriculum and Instruction)) -- California State University, Sacramento, 2009. |
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URI:
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http://hdl.handle.net/10211.9/687
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Date:
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2010-09-22 |
